This chapter intends to do two things: • Provide the rationale and the key ideas informing this i... more This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. • Document in some detail the components of Jika iMfundo in order to frame the research pieces that follow and which interact critically with some of these key components. These sections include multiple examples of the detail of the interventions to give life to the abstract descriptions in the text and highlight key system learning from the work in 2015–2017.
The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those ... more The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those with poor and limited education opportunities, particularly in conflict, fragile, and insecure contexts. In the Global South, the COVID-19 pandemic compounds existing crises, frailties, and inequities as the impoverished suffer food insecurity, physical conflict, and crises of health and water. Existing research suggests that the pandemic has further disadvantaged marginalised communities, weakened learner performance, increased learning losses, and stretched already strained education budgets. However, little is known about the role of teachers in the policymaking process relating to matters that have a direct impact on their work. It is this gap that we address in this paper. Drawing on research, commissioned by the Open Society Foundation and Education International, based on a detailed desk-based review and interviews with purposefully selected Teachers' Union and Government offi...
... However, an active sub-committee of the NETF, the Curriculum Technical Sub-Committee (CTSC; t... more ... However, an active sub-committee of the NETF, the Curriculum Technical Sub-Committee (CTSC; then chaired by Mary Metcalfe, now political Head of Education for Gauteng Province) deliberated on the 58 jd jansen Page 3. establishment of a long-term `curriculum framework'. ...
46 A RESPONSE TO YUSEF WAGHIDTHE NQF AS A SOCIAL CONSTRUCT OR NOT? Mary Metcalfe Professor, Scho... more 46 A RESPONSE TO YUSEF WAGHIDTHE NQF AS A SOCIAL CONSTRUCT OR NOT? Mary Metcalfe Professor, School of Education, University of the Witwatersrand The NQF is a social construct The NQF is without question a social construct. It may be that I am operating ...
LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA ASSOCIATION OF EDUCAT... more LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA ASSOCIATION OF EDUCATION COMMITTEES TRUST MARY METCALFE ... LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA This On ...
This chapter intends to do two things: • Provide the rationale and the key ideas informing this i... more This chapter intends to do two things: • Provide the rationale and the key ideas informing this initiative for change-at-scale. • Document in some detail the components of Jika iMfundo in order to frame the research pieces that follow and which interact critically with some of these key components. These sections include multiple examples of the detail of the interventions to give life to the abstract descriptions in the text and highlight key system learning from the work in 2015–2017.
The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those ... more The COVID-19 pandemic has exacerbated existing education inequities, further marginalising those with poor and limited education opportunities, particularly in conflict, fragile, and insecure contexts. In the Global South, the COVID-19 pandemic compounds existing crises, frailties, and inequities as the impoverished suffer food insecurity, physical conflict, and crises of health and water. Existing research suggests that the pandemic has further disadvantaged marginalised communities, weakened learner performance, increased learning losses, and stretched already strained education budgets. However, little is known about the role of teachers in the policymaking process relating to matters that have a direct impact on their work. It is this gap that we address in this paper. Drawing on research, commissioned by the Open Society Foundation and Education International, based on a detailed desk-based review and interviews with purposefully selected Teachers' Union and Government offi...
... However, an active sub-committee of the NETF, the Curriculum Technical Sub-Committee (CTSC; t... more ... However, an active sub-committee of the NETF, the Curriculum Technical Sub-Committee (CTSC; then chaired by Mary Metcalfe, now political Head of Education for Gauteng Province) deliberated on the 58 jd jansen Page 3. establishment of a long-term `curriculum framework'. ...
46 A RESPONSE TO YUSEF WAGHIDTHE NQF AS A SOCIAL CONSTRUCT OR NOT? Mary Metcalfe Professor, Scho... more 46 A RESPONSE TO YUSEF WAGHIDTHE NQF AS A SOCIAL CONSTRUCT OR NOT? Mary Metcalfe Professor, School of Education, University of the Witwatersrand The NQF is a social construct The NQF is without question a social construct. It may be that I am operating ...
LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA ASSOCIATION OF EDUCAT... more LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA ASSOCIATION OF EDUCATION COMMITTEES TRUST MARY METCALFE ... LORD ALEXANDER MEMORIAL LECTURE AGAINST ALL ODDS: EDUCATION IN SOUTH AFRICA This On ...
Uploads